International Relations and Politics

INRL 4001 – From Empires to States:

The Origins of International Relations

Module Guide Semester 1 2023- 24

School of Social Sciences and Law

Faculty of Humanities and Social Sciences

Module Leader: Dr Maïa Pal

Office: Gibbs 413

Email: mpal@brookes.ac.uk
Contents
Contents
Module introduction 1
Module leader contact details 1
Workshop leader contact details 1
Academic Liaison Librarian 2
Changes made to the module (if any) in response to student and other feedback 2
Module Study Plan 3
Module syllabus 4
Recommended reading list 7
Assessment information 9
Coursework
Presenting coursework for assessment
Assignment length
Turnitin
Submission date and instructions
Marking and moderation of your work 18
Feedback
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Module introduction

Module leader contact details

Name: Dr Maïa Pal

Room: Gibbs 413, Headington Campus

Telephone: +44 (0)1865 483743

email: mpal@brookes.ac.uk

Office hours: Tuesdays 2-4pm and Wednesdays 2-4pm (weeks 1-12) in Gibbs 413

Workshop leaders contact details

Name: Dr Molly Cochran

Room: Gibbs 4.06, Headington Campus

email: mcochran@brookes.ac.uk

Office hours: Tuesdays 3:30-5:30 (online:

https://brookes.zoom.us/j/84735495099?
pwd=ZnhNU0lvL3R5ME9rVUNId3RXb0FEQT09) and Fridays 12:30-2:30 (in person
G4.06)

Name: Bohdana Kurylo

Room: Gibbs 513, Headington Campus

Telephone: TBC

email: bkurylo@brookes.ac.uk

Office hours: Monday 2-3 pm (in person), Wednesday 4-6 pm (online). Book a
slot here: https://calendar.app.google/xzWKdtev7w3voKVGA.
Zoom:https://brookes.zoom.us/j/89893817720?
pwd=UndGdjM2SFJmSWEvcWpDQVhJaGpwdz09.

Workshop Sets
Sets Time Room / Building Workshop Leader

1 3-5pm Gibbs 536 Molly Cochran

2 3-5pm Gibbs 116 Bohdana Kurylo

3 4-6pm Gibbs 117 Maia Pal

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Academic Liaison Librarian

Name: Joanna Cooksey

Email: jcooksey@brookes.ac.uk

Changes made to the module (if any) in response to student and other feedback

The module has been a success each year and students particularly enjoy the content both
theoretical and historical. The module is challenging, but it provides essential preparation for
the rest of the programme and experience from students in their final years is that what
seemed very challenging falls into place. In terms of changes, the delivery will finally return
to a completely face-to-face format after the very challenging years affected by the
pandemic, which will help with the interactive components of teaching.

Feedback from the Module Evaluations by 2022/23 students appreciated the interactive
lectures and workshop debates, as well as the theoretical content. However, they asked for
more interactive technologies such as mentimeter and quizzes, which were used in the
second half of the semester and will be used throughout this year.

One of the articles to review for assignment 1 was changed. The instructions for assignment
1 were simplified and streamlined.

Content for the entire module and lectures has also been simplified to facilitate
understanding of key ideas in the lectures, making use of the increased time in workshops
for in-depth discussion and more space for student input and participation. These changes
are in accordance with student feedback from previous years.

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Module Study Plan

Unit / Topic Reading/Activity Deadlines

Week

1 Lecture: Introduction: 1 lecture Monday 2-3pm +

What is 'International
Relations' (IR)? 2h workshop (see calendar for sets
and times)

2 Double Lecture: What 2 hour lecture Monday 2-4pm

were the beginnings of
international relations? Q&A/Consolidation session with
Pre-modern empires and lecturer Wednesday 11-12pm
societies

3 Lecture: The Westphalian 1 lecture Monday 2-3pm +

Peace of 1648
2h workshop

4 Double Lecture: Early 2 hour lecture Monday 2-4pm

modern to 19th century
Imperialism Q&A/Consolidation session with
lecturer Wednesday 11-12pm

5 Lecture: World War 1: a 1 lecture Monday 2-3pm +

defensive war? / Realist
theory 2h workshop

6 Lecture: The inter-war 1 lecture Monday 2-3pm +

period and the League of
Nations: a time for liberal 2h workshop
optimism? / Liberal theory

7 Lecture: Essay-writing 1 lecture Monday 2-3pm +

skills for Review essay
2h workshop

8 Double Lecture: The 2h lecture Monday 2-4pm Review essay

Cold War and
decolonisation Q&A/Consolidation session with 16 Nov 1pm
lecturer Wednesday 11-12pm

9 Lecture: Neoliberal 1 lecture Monday 2-3pm +

imperialism? / Marxist
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Unit / Topic Reading/Activity Deadlines

Week

theory 2h workshop

10 Lecture: 9/11 and the 1 lecture Monday 2-3pm +

War on Terror / Critical
Constructivism 2h workshop

11 Lecture: Theory review 1 lecture Monday 2-3pm +

and Critical commentary
2h workshop

12 Crit.Commentary

14 Dec 1pm

Module syllabus

This module provides an introduction to International Relations, with a focus on history,

theories and perspectives. As an academic discipline, International Relations has emerged
from a particular (cultural and historic) set of perspectives and concerns and this module will
aim to introduce you to the defining debates of the discipline in this context via the different
interpretations of selected historical events. But as a discipline that seeks to inform and is
informed by global politics 'in practice' - and all the debates around this (ranging from what
counts as important if we seek to better understand our world to what is possible if there are
aspects of it we would like to change) - it is also a discipline that is regularly subject to
challenges from within the world of academia and without. One such challenge, which will be
discussed throughout the module, can be found in the charge that International Relations is
a 'Western' discipline that leaves out the experience and history of people outside of the
Western world. Focusing on this and other challenges, this module will seek to introduce
International Relations or global politics more broadly as a realm of contestation - as a field
of competing perspectives and stories about our world and what is possible within it.

LEARNING OUTCOMES

On successful completion of this Brookes Attribute Other Brookes Attributes

module, students will be able to: developed* developed, if applicable
1 Demonstrate a familiarity with Academic literacy Research literacy
and understanding of
theoretical debates shaping the
discipline.
2 Identify the basic underlying Academic literacy Research literacy
assumptions that inform various
interpretations and

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understandings of different
historical world political events
and locate ourselves within
them..
3 Use disciplinary tools and Research literacy Academic literacy
knowledge to recognize and
evaluate competing
interpretations and arguments.
4 Effectively develop and Academic literacy Critical self-awareness
communicate reasoned and personal literacy
arguments about contemporary
and historical global issues.
Become a reflexive, Critical self-awareness Academic Literacy
autonomous and independent and personal literacy
learner.
.Use acquired disciplinary Digital and information Critical self-awareness
knowledge to evaluate peer- literacy and personal literacy
reviewed and other relevant
literature and online
commentaries about
contemporary events
Become critical consumers of Research literacy Academic Literacy
academic and non-academic
texts – i.e., develop the skill of
reading content ‘critically’ and
write intelligently and concisely
about them
Set goals and manage tasks Critical self-awareness Academic Literacy
effectively. and personal literacy

Weekly format and expectations

Teaching on this module will consist mainly of 1h lectures followed by a 2h workshop, with
the exception of 3 x 2h lectures in weeks 2, 4, and 8, when there will not be any workshops.
Instead, in these weeks, the lecturer will hold an extra 1h online Q&A/consolidation
session where students can revise any elements from the week or previous week’s content.
These will be held on Zoom (link will be provided on Moodle), and are not a replacement for
any lecture or workshop, but must be joined in addition to attending those.

All the 11 lecture sessions will take place in person, in Gibbs 301.

*Please check this guide, your emails from the teaching team (also found in the
Announcements tab of the Moodle page), the module’s Moodle page, and/or google
calendar each week for the exact schedule*.

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For the workshops you will be allocated a workshop set; the exact time and room will be
shown on your Google calendar.

You are expected to both attend the lectures AND the workshops – students who attend
regularly on average finish the module with a higher grade.

1. The lectures will give you key information on historical developments, as well as the
perspectives of IR scholars past and present on these developments. They will also
contextualise the readings you are expected to do, and explain how to do the
readings, which is crucial for passing the assignment. The double lectures on weeks
2, 4 and 8 will accommodate time for interactive exercises and Q&A sessions.

2. The workshops will enable you to ask questions about the readings, have
discussions with your workshop leader and your fellow students, raise any problems,
and discuss in detail the assignments. While the lectures will focus on historical
events and developments, workshops will focus on important IR theories through
engaged debate, media analysis exercises, discussion of current affairs, and note-
taking activities. These are essential to develop the knowledge and skills required by
the assignments.

3. The online Q&A sessions will be an additional opportunity to consolidate key

learning objectives, ask questions, and practice oral skills. These sessions are
dedicated to questions and demands presented by students, and will not be
recorded. They will take place on a different day to allow students to digest
information from the lecture and take time to formulate questions.

Assignments will be discussed separately and a whole lecture and workshop will be devoted
to each one (Review Essay in week 7 and Critical Commentary in week 11).

We also recommend to students to attend feedback and advice hours on week 8 to discuss
outlines of the first assignment (review essay).

For both lectures and workshop, students are expected to be prepared by:

1) doing the required readings

2) taking notes and thinking of questions to ask their peers, lecturer, or workshop leader
either in feedback and advice hours, or during the workshop

3) if not doing, at least informing themselves of the supplementary readings.

4) In addition to the required readings for each week accessible through the aspire reading
list on Moodle, there will be specific workshop material, which are accessible online texts
(e.g. interviews, blog posts or newspaper articles). You are not required to read this
workshop material before the workshop, as time will be dedicated in class to reading these
texts. However, please make sure to come to class with these texts either in paper or
e-format, as we will not be able to distribute them.

These short 1-page workshop texts are additional to the required readings for each week.
The required readings will help you do the exercises on the workshop material, which you
can find on Moodle. However, please feel free to read beforehand if you struggle with
reading speed, or if you simply prefer doing it this way. *These exercises are crucial
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practice for the second assignment, where you will be asked to comment on such
texts from different theoretical perspectives, so reading those texts and attending
workshops to discuss them is crucial for succeeding in the second assignment.*

Textbooks, readings and other resources

Textbooks

There is one required textbook for the module. Note that this is also the core textbook for
INRL4002 Introduction to International Relations 2 (semester 2). However, as discussed in
the first lecture, be careful with textbooks and read them very critically! They always only
provide one interpretation and are never the full story. Moreover, if it is easier for you to get
hold of the 2020 8th edition, it is fine to do so, as there are not that many differences
between the two. Moreover, the 2020 and 2023 editions are available from the library, but
only as print copies.

● Baylis J, Owens P and Smith S (eds) (2023) The Globalization of World Politics.
9th ed. Oxford: Oxford University Press.

*The Blackwells bookstore in town offers a price match guarantee, which means that
it will match the price if you find it cheaper somewhere else.*

For those who struggle with the theory part of this module, we also recommend a
foundation-level textbook that is available online for free:

● McGlinchey S, Walters R and Scheinpflug C (eds) (2017) International

Relations Theory. E-International Relations Publishing.

You can download a free copy under this link: https://www.e-ir.info/publication/international-

relations-theory/

For those who want to look at the discipline from the angle of some different key themes,
see:

● Hirst, A. de Merich, D. Hoover, J. and Roccu, R. (eds.) (2023) Global Politics:

Myths and Mysteries, Oxford: Oxford University Press.

The following textbooks are recommended for supplementary reading for those students
who are interested in a perspective on International Relations that does not only focus
on the West. It addresses the problem of why international relations theory has been
overwhelmingly Western centred, and provides various chapters by different authors on the
potential of perspectives and narratives from other regions in the world, i.e. China, Japan,
Korea, India, Southeast Asia, Indonesia, and also from an Islamic worldview:

● Acharya, A. and Buzan, B. (eds) (2010) Non-Western international relations

theory: perspectives on and beyond Asia. London: Routledge.

● Shilliam, R. (ed.) (2011) International Relations and Non-Western Thought,

Abingdon: Routledge
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Other Required Reading

Other required reading material will take one of three forms:

1.) Journal articles: All journal articles that are required reading (and also all of the
suggested supplementary readings that are articles) can be located through Oxford
Brookes’ e-journal service. You can find the links to all of the articles on the module’s
Aspire reading list (see below for further details on Aspire):
http://resourcelists.brookes.ac.uk/lists/C9730A5D-51B9-14F4-8A11-
38D14ED3BC59.html

2.) Web resources: Website addresses are provided for all internet resources and materials
that are listed as required readings for the module. They can also be accessed via the
module’s Aspire reading list: http://resourcelists.brookes.ac.uk/lists/C9730A5D-51B9-
14F4-8A11-38D14ED3BC59.html

3.) Book chapters: Book chapters that are not from the core textbook will be scanned and
made available electronically on the Moodle page for the respective week.

Reading list

Aspire

The library has prepared an Aspire reading list for this module:
http://resourcelists.brookes.ac.uk/lists/C9730A5D-51B9-14F4-8A11-38D14ED3BC59.html If
you click on the link, you will find the list, which is sorted according to weeks and contains
links to all of the required and supplementary readings, as long as they are available
electronically. For journal articles and websites there will be direct links. For books and book
chapters, there will be link to the bookmark of the book, which indicates where you can find
them in the library.

Moodle

Students are expected to log-in to their Moodle account, and familiarise themselves with its
use. For every module students take, there will be a Moodle page on which students will find
resources such as module handbooks, reading lists, web links, required readings not
available in their textbooks or via Aspire, and answers to common questions available
online.

Journals

There are a number of journals dealing with aspects of international relations, providing
access to recent scholarship, that are available in the library or electronically through Oxford
Brookes’ e-journal service. Some that may be useful have following titles:

Alternatives: Global, Local, Political

British Journal of Politics and International Relations

European Journal of International Relations

Globalizations

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International Organization

International Theory

International Security

International Studies Perspectives

International Studies Quarterly

Journal of Conflict Resolution

Millennium: Journal of International Studies

Review of International Studies

Security Dialogue

Assessment information

This module follows the principles of the University’s Assessment and feedback
policy developed in conjunction with the Student Union, to ensure good practice and
transparency in assessment and feedback processes. The Assessment and
feedback policy can be found in your Programme Handbook or on your Programme’s
Brookes Virtual site.

Please note: the Institutional University Handbook which will provide you with
information that is central to your studies, including policies and regulations, student
support and wellbeing and all the services available to you through Student Support.
The core information is also available on Moodle via the drop-down menu under
‘Student Help’

Coursework
Use of AI Tools

Your responsibility to do your own work and give credit to others for their work
applies to whatever is used in the production of assignments, including sources or
Artificial Intelligence (AI) tools such as ChatGPT.

From January 2023, if you use any AI tools for your assessment, you need to state
your use in a declaration form in Moodle when you submit your work. This is similar
to referencing your sources in your bibliography. In the declaration, you need to
specify which tools you have used and how you have used them in your assignment
(for example, what you asked the tool to do). You should also check your module
guidance or with your Module Leader to see if AI tools can be used for your
assessment(s) as there may be some assessments where AI tools cannot be used.
Undeclared, deceptive use of AI tools is not allowed, and may lead to an academic
conduct investigation.

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Backing Up Work

Generally, IT-related problems are not considered valid grounds for exceptional
circumstances. This is because students are expected to back up their work
regularly via their Google Drive, so that they can continue accessing their files on
other devices. If you experience IT issues, you are expected to take prompt action to
remedy these, for example, by raising a ticket with the IT Service Desk; taking your
technology for repair or contacting your faculty if you need support with faculty-
provided software.

If your own device is faulty, over 1,000 open access PCs are available for use on
campus, or you may borrow a laptop for up to four hours from one of the self-service
cabinets on campus.

Components of assessment (100% Coursework)

Review essay (1,500 words): 50%

Critical commentary (1,000 words): 50%

Assignment 1: Review essay (50%)

The review essay demonstrates students’ ability to read and critically assess an academic
journal article. This is an essential skill to acquire for a first-year student, and the module
prepares you for doing that in the weeks prior to the deadline. Students are asked to review
one of two academic journal articles (you can choose which one you want to review). The
review essay consists of three sections: a first in which you are asked to summarise the
main argument and structure of the article, a second in which you are asked to demonstrate
your understanding of the article’s argument, and a third where you critically reflect on the
merits of the article, focusing on its historical arguments and implications.

Assignment task

This assignment asks you to review ONE of the following two academic journal articles,
which we recommend you read in full (but see specific page selections for sections
that need reviewing):

● Barkawi T and Laffey M (2006) The postcolonial moment in security studies. Review
of International Studies 32(2): 329-352. *Only review following pages: 329-336,
338-344*

● Hui, V. T. (2004). Toward a Dynamic Theory of International Politics:

Insights from Comparing Ancient China and Early Modern
Europe. International Organization, 58(1), 175–205 *Only review
following pages: 175-180, 184-185, and 185-194 (Ancient China) OR 194-200
(Early Modern Europe)**

Your essay will be structured in 3 sections. For each section we will give you a specific task
or set of questions to address. Please find below the specific set of questions and tasks for
each article. These are meant as a guideline to help you through reading and writing. They
help you identify the general and specific arguments presented in each of the texts, and in
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each of their sections. And that should make it easier for you to do the same in your writing,
structuring your text in a fluid and cohesive manner (there are no need for section titles).
Remember: you are only asked to review ONE of the articles!

Although it says below that each section should be ‘roughly 500 words’, this means that the
three of them should be roughly of the same length. It does not matter if one of them is
slightly longer or shorter than the others. We will not count words for each section. Also
remember that you are not expected to answer all the questions listed below. They are there
to help you give a clear purpose to each section and guide your essay to a discussion of the
core aspects of the article you choose for your review.

There is no requirement to include a formal introduction or conclusion with this review essay.
However, you can include an introductory and/or concluding sentence if you want.

Section 1 (roughly 500 words): First, please write a summary of the authors’ main
argument or hypothesis. Is there a specific question of puzzle that the authors want to
address or solve with this article? Is there a problem with the existing research on the topic,
and if yes, what is the problem? Is there a gap in existing research that the authors aim to
fill? Secondly, please write a short summary of how the article is structured: what are the
different sections, what do the authors want to do in each section, and how does each
section contribute to the overall aim/argument of the article?

*When you outline the structure of the article, you only have to comment on the
sections you are supposed to cover in your review essay – not on the other ones that
you do not need to read.*

Section 2 (roughly 500 words): Explain what the authors mean by Eurocentrism (in the
case of Barkawi and Laffey) and historical domination (in the case of Hui). Explain why, for
the authors, realism or liberalism are problematic (that is: you only need to talk about realism
OR liberalism, not both).

*For Barkawi and Laffey: There are also references to IR theory in some of the specific
sections on war and strategy, World War 2, and the Holocaust, so don’t forget to look
at those sections!*

*For Hui: read carefully the discussion of realism in the section ‘The dynamics of
competing logics’ (pp. 177-180), the problem of historical comparison in the section
on ‘Cases and Method’ (184-185), and choose one of the case studies Ancient China
(185-194) OR Early Modern Europe (194-200)***

Section 3 (roughly 500 words): What are the merits and weaknesses of the arguments
presented in the article? Make sure to not simply give an opinion, but provide some evidence
in your own argument. You could, for example, talk about what you have learned about
history in school and whether this matches what they say, or think about current world
events that provide evidence for the argument the authors make.

Assessment criteria

Marks will be given in line with the general IR and Politics assessment criteria. These can be
found on Moodle. Please make sure to print these and keep them close to you as you write
your assignments, as they are useful tools to explain what we expect of you.

We will also be using more specific criteria for each assignment.

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In this review essay you are supposed to show us that

1) you are able to understand an academic piece of writing, in relation to its key argument
and its structure.

2) that you can make connections between the article you are reviewing and the issues and
theories that we have discussed in class, and to the general knowledge you hold by now.

3) that you are able to make connections to the situation that the world faces today, to
concrete decisive events of our time, and/or to your own situation and background (if you are
asked to reflect on that in one of the questions).

4) that you are able to write clearly and comprehensively, and that you can coherently
structure your writing.

Presenting coursework for assessment (Review Essay)

Your assignment must be presented in the following format:

❑ It must be word-processed in 12 point Arial font and double-spaced

❑ All pages must be numbered.
❑ Margins must be as follows: Top: 1 inch, Bottom: 1 inch (2.5 cm), Left: 1.25
inches, Right: 1.25 inches (3.2 cm)
❑ It should not contain your name(s)
❑ It should contain the word count
❑ A proper apparatus of citations, and a bibliography, must be included. Given that
you only have to review one journal article, your bibliography only needs to
contain one reference to an academic source (namely the article you review),
correctly formatted following the so-called Harvard citation system. However, for
sections in which you are required to refer to a contemporary or historical event,
you need to reference the source that you consult for basic information on
that event. You can use online sources for that purpose, but they need to be
credible and reliable. For example, a Wikipedia page, an unknown news outlet, or
a tabloid paper (such as the Sun) is not a reliable source. What you can use are
outlets such as the BBC, newspapers such The Times, The Guardian, or The
Independent, government websites, or websites of International Organisations.
These need to be correctly cited in your essay as well as in your bibliography,
following the Harvard citation system. For further information on the correct
citation system, please check the document on Moodle, as well as your
Programme Guide or the library website.

Assignment 2: Critical Commentary (50%)

Format

For the critical commentary, you are asked to read one short text (a newspaper item
or blog post entry) out of two options. You have to choose ONE text of the two
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options on offer. You then need to comment on the text applying two of the four
theoretical perspectives you have been introduced to in the module (so two out of
Realism, Liberalism, Marxism, and Critical Constructivism).

Two different exercises correspond to the two different text options: 1) one option is
more focused on writing a commentary by identifying a theoretical perspective in
the text; and 2) the other option is more focused on writing a commentary by
applying a theoretical perspective to the text. ‘Identifying’ means showing us how
the author of the text is applying a perspective. There is only one correct answer.
Applying’ means putting on the lenses and writing as if you were a scholar of a
perspective (think of it as role play). You can choose any of the four.

The main objective of this assignment is therefore to understand and practice the
difference between identifying and applying a theoretical perspective. We will be
discussing this difference in workshops and in the lectures throughout the module,
and we have sample answers available on Moodle.

● Option 1: Identify and discuss the theoretical perspective underlying the

author's argument and conclude by applying a different theoretical
perspective to contrast with the one identified.

For example, some of the workshop readings are written by John Mearsheimer,
who is an IR realist. Would you be given one of these texts for the assignment
(NOTE: none of them will actually be part of the assignment, this is just an
example), you would need to be able to identify that Mearsheimer develops a
realist argument and give evidence from the text that shows where we can see
that. You would need to outline the theory of realism and show where it matches
with the argument in the text. You would then be asked to show how an
alternative theory of your choice (e.g. liberalism or Marxism) would look at the
event discussed in the text and thus develop a counter-argument to the realist
one e.g. from a Marxist perspective).

IMPORTANT: You have to correctly identify the perspective here, you cannot
pick anyone you choose, unlike in exercise option 2. However, we will make sure
to use texts where this is easily identifiable and where there aren’t any traps or
possibility for confusion. This text will be written by an IR scholar.

● Option 2: Apply and discuss a theoretical perspective to critically evaluate

the text and conclude by applying a different theoretical perspective to
contrast with the first one.

A good example for this are the two workshop readings sometimes used for
week 10 (critical constructivism). Here we often use speeches from politicians or
statements made by the media to think about the way language is used to
describe certain events or people (e.g. refugees, terrorists, the war in Ukraine).
You would be asked to apply a theoretical ‘lens’ of your choice (e.g. Marxism) to

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provide an interpretation of these speeches or statements. For example, you

could argue that the speech does not consider how capitalism is related to
refugees coming to Britain, and in doing so critically evaluating the speech or
statement from a Marxist perspective. Or you could apply a critical constructivist
‘lens’ and show how speeches construct certain people as ‘enemies’
(assignment.g. terrorists or refugees from the Middle East), while others are
depicted ‘like us’ in Europe (e.g. Ukranian refugees).

IMPORTANT: unlike exercise option 1, there is no correct answer to find here,

you can pick any of the theoretical perspectives to apply. This text will be a policy
document or political speech.

The aim of this assignment is to enable you to demonstrate your knowledge of the
foundational theories of the discipline of IR you have been introduced to, and to
demonstrate that you can use and apply that knowledge.

There will be a revision session as well as an assignment workshop in week 11 to

help you prepare. Moreover, all the weeks where we have workshops with material
to discuss will be opportunities to practice this exercise. A guiding plan with five
different sections is provided below to help you structure your answer for each
option.

Option 1 Structure (no need for section titles):

a) Short Introduction (1 paragraph of 2-3 sentences: In this critical commentary, I

will…)

b) Outline the theoretical perspective identified (1 paragraph)

c) Give evidence from the text that shows where we can see that the author is
applying the theoretical perspective and show where it matches with the argument in
the text. You can use the guiding questions in the table provided (see revisions
slides) to help you analyse the text. (2-3 paragraphs)

d) Develop a counter-argument with another perspective (2-4 paragraphs)

e) Short conclusion (one paragraph)

Option 2 Structure (no need for section titles):

a) Short Introduction (1 paragraph of 2-3 sentences: In this critical commentary, I

will…)

b) Outline the theoretical perspective you decide to apply (1 paragraph)

c) Apply it by commenting on the text through the lenses (and writing as if you were
a scholar) of the perspective. Critically evaluate the text by questioning its
arguments, concepts, and logic based on guiding questions in table provided (see
revision slides). (2-3 paragraphs)

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d) Develop a counter-argument with another perspective (2-4 paragraphs)

e) Short conclusion (one paragraph)

First part (identifying or applying) is worth 60-65% of mark so requires more words
than second part. The second part is worth 30-35% of mark so requires less words
than first part.

The time to complete the assignment will be one week. The choice of texts will be
available once you start the assignment a week before the deadline on Moodle
when clicking on the submission box. Because of these constraints, the use of
references can be very limited for this assignment.

*** MAKE SURE TO CHOOSE THE RIGHT TEXT, AND NOT ONE USED IN
SEMINAR EXERCISES, AS THIS WILL LEAD TO AN AUTOMATIC FAIL ***

Assessment criteria

In the critical commentary, you need to show us that:

1) you have understood the different IR theories that we have talked about in this
module, that you have understood what their key assumptions and concepts are,
and how and why they differ from each other.

2) you have understood the difference between identifying a theoretical perspective

in a text and applying a theoretical perspective to critically evaluate a text.

3) that you are able to write clearly and comprehensively, and that you can
coherently structure your writing.

The general marking criteria available on Moodle will also apply.

Presenting coursework for assessment (Critical Commentary)

Your assignment must be presented in the following format:

❑ It must be word-processed in 12 point Arial font and double-spaced

❑ A proper apparatus of citations, and a bibliography must be included. However,
considering the time constraints and word length of this assignment, you will
only be expected to provide up to 5 references. You are obviously welcome to
provide more, but the aim is for you to focus on critical evaluation and your
understanding of theoretical perspectives. For further information on the
correct citation system, please check the document on Moodle for week 7,
as well as your Programme Guide or the library website.
❑ All pages must be numbered
❑ Margins must be as follows: Top: 1 inch, Bottom: 1 inch (2.5 cm), Left: 1.25
inches, Right: 1.25 inches (3.2 cm)
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❑ It should not contain your name(s), but your student number. Your name must
not appear anywhere. This requirement is to maintain anonymity in the marking
process.
❑ A word count needs to be included.

Assignment length

The length of the Review Essay is 1,500 words.

The length of the Critical Commentary is limited to 1,000 words.

The length of an assignment is limited by a set number of words to contribute

towards the development of writing skills and to ensure all work is assessed
equitably. We therefore require you to complete your assignments within the number
of words specified in the assignment brief. This may be expressed as either a word
range (e.g. 2000-2500 words) or as an indicative limit (e.g. 2000 words).

The word count refers to the main body of the assignment and does not include front
cover, title page, contents page, executive summary, reference list, bibliography or
appendices. The word count does include headings, tables and in-text citations, but
not equations or diagrams. Appendices themselves will not be marked. However,
inappropriate use of appendices will be taken into consideration when awarding the
final mark.

The final word count should be clearly indicated at the end of your assignment.

Where an indicative limit is expressed in the assignment brief (e.g. 2000 words), a
10% leeway, over or under the specified word limit, is in place. For example, if an
assessment asks for 2000 words then any submission between 1800-2200 words
will be deemed acceptable.

Where a word range is expressed, there is no leeway above the maximum wordage
allowed.

Words that exceed the maximum allowed in an assignment brief that contains either
a word range or an indicative limit will not be marked. If in doubt, you should discuss
this with the Module Leader before submission.

Turnitin

Assignments on this module will be submitted through Turnitin. Turnitin is a web-

based tool that supports the development of good academic practice when preparing
written work for assessment. This text-matching tool allows academic staff to check
assignments for improper use of sources or potential plagiarism by comparing it
against continuously up-dated databases (including web-pages and other student
work).

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Submission dates and instructions

Your Review Essay (assignment 1) must be uploaded to the turnitin submission box
at the top of our module’s Moodle page by 1pm on 16 November 2023 (week 8).

Your Critical Commentary (assignment 2) must be uploaded to the turnitin

submission box at the top of our module’s Moodle page by 1pm on 14 December
2023. You will have ONE WEEK to complete this assignment, starting from 7
December 2023 at 1pm, the point at which two commentary texts will be released
and you will need to choose one of the two texts/options.
For electronic submission: Give the file(s) which you intend to upload a name which
begins with your student number. For example
‘12345678_reviewessay_moduleINRL4001’

Please ensure you submit your assignment no later than the deadline set above
(these are fixed deadlines, but students may exceptionally secure an extension if last
minute untoward circumstances affect your ability to submit on time). Please see
your Programme Handbook for more details. Please note the use of this extension
is monitored and restrictions in place for overuse.
https://www.brookes.ac.uk/students/your-studies/exceptional-circumstances/
The Blue Marking Card adjustment is only available to students who have an
Inclusive Support Plan (ISP) specifying this adjustment. Eligible students who wish to
use this adjustment must add a blue card:
https://www.brookes.ac.uk/students/inclusive-support-service/exams-and-
assessments/blue-marking-cards

ISP Extensions

If you have an Inclusive Support Plan you can check whether you have coursework
extensions and how many weeks in Student Information. Contact your module leader
if you are unclear about your deadlines.
Do not confuse coursework extensions agreed as part of an Inclusive Support Plan
(ISP) with Exceptional Circumstances. There are no limits to how often you can use
the extensions agreed as part of your ISP.
There are final submission dates which no extensions can go beyond. These
are the same for extensions agreed through the Exceptional Circumstances
Procedure or an ISP. You can find this on the Exceptional Circumstances website. If
you are not sure whether your ISP coursework extension would go past the final
hand-in date, always contact your Module Leader to confirm your deadline.
Coursework extensions included as part of your Inclusive Support Plan (ISP) can be
used for both assignments.

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Marking and moderation of your work

Following internal moderation, a sample of work is reviewed by the External

Examiner for the programme to ensure that the standards applied are comparable to
those at other institutions. To read how your work is moderated please go to your
programme handbook for details.

Feedback

Feedback on your work will be provided in a range of ways at various times

throughout this module, and different feedback will serve slightly different purposes.
Feedback is designed to support your learning and help you to improve subsequent
work, so you need to engage and get the most out of the feedback provided.

You will receive written and/or audio-recorded feedback on your essay, which is
accessible (as is your mark) via Moodle/turnitin. There will be in-text comments
throughout your essay as well as an overall feedback summary in the general
comments section. Markers will choose individually whether they provide an overall
summary of the feedback in written or audio-recorded form.

Please note that feedback is provided throughout the module not just on formal
tasks. It will be provided on your work and contribution in class, on the formal
assessment tasks and, in some circumstances, during staff office hours.

If you would like further information about feedback, or how to use it, please talk to
your academic tutor on this module or your Academic Adviser or Programme Lead.

Assessment feedback will normally be provided within 3 weeks (15 working days) of
submission.

Please note that all marks are provisional until they are ratified by an Examination
Committee.

Additional information on feedback for the critically commentary (assignment

2)

For assignment 2 (the critical commentary) we use standardised rather than

individual/personalised feedback. This is because of the different nature of this
assignment, which is closer to an exam than an essay. Below you can find the table
with the feedback wording we use, and you can also find it on Moodle. You can use
this table to check and compare the comments received on your work. Note that the
standardised wording is occasionally adapted to reflect the particularities of your
work. More information will be provided in week 11, where the nature of this specific
assignment is discussed in detail.

If you would like more individualised feedback, please contact the module leader to
set up a meeting for further discussion.

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70 + 60 + 50 + 40 + 30 + 0 - 30
Relevance of
material (see
marking
criteria)

Knowledge and You show a thorough You show a good You show some You show limited and at You show severely limited You show no or inaccurate
Understanding understanding of the two understanding of the two understanding of the times inaccurate and mostly inaccurate understanding of the two th
: theories chosen and have theories chosen and have theories chosen, but with understanding of the two understanding of the two chosen and/or have not def
Theories’ key defined them both in a few defined them both in a few some inaccuracies/missing theories chosen but have theories chosen but have either of them.
assumptions sentences accurately / with sentences mostly features. tried to define them both. tried to define at least one.
and concepts sophistication. accurately.
(check for
differences and
overlaps
between
theories)

Analysis: You show very good to
Understanding excellent understanding of
of difference the exercise.
between Option 1: You know what it
identifying and means to identify a theory
applying (first task of the
assignment) and how this
differs from applying one
(second task of the
assignment).
OR Option 2: You know
what it means to apply
different theoretical
perspectives.
If option 1 Text You correctly and
A, theory pertinently identify the
correctly correct theory underlying
identified the authors’ argument.
You show good You’ve mostly understood You’ve tried to apply or You’ve tried to apply or You have not understood th
understanding of the the exercise and have identify theoretical identify theoretical exercise and have neither a
exercise. managed, for the most part, perspectives but your perspectives but your or identified a theoretical
Option 1: You know what it to either apply or identify a understanding of the understanding of the perspective.
means to identify a theory theoretical perspective exercise is limited and exercise is severely limited
(first task of the correctly. contains inaccuracies. and contains many
assignment) and how this inaccuracies.
differs from applying one
(second task of the
assignment).
OR Option 2: You know
what it means to apply
different theoretical
perspectives.
You correctly identify the You correctly identify the You do not correctly You do not correctly You do not correctly identif
correct theory underlying correct theory underlying identify the correct theory identify the correct theory correct theory underlying th
the authors’ argument. the authors’ argument, underlying the authors’ underlying the authors’ authors’ argument.
but the theory is discussed argument but show signs of argument and have
with some inaccuracies. understanding the author’s identified a different theory. This commentary fails beca
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arguments. text is not one of the two tex

If Option 1 Text You show a very good to
A, contrasting excellent application of the
theory applied contrasting theory and
appropriately compare both theories with
examples from the text and
elsewhere.
If Option 2 Text You show a sophisticated
B, first theory application of the theory
applied chosen, contrasting and/or
appropriately engaging with the author’s
message and arguments
and using sharp and/or
relevant examples to
illustrate your application
of the theory.
This commentary fails were supposed to choose fr
because this text is not one the assignment. Moreover, t
of the two texts you were commentary provided is no
supposed to choose from satisfactory.
for the assignment.
However, the commentary
provided is good.
You show a good You apply a contrasting You apply a contrasting You apply a contrasting You do not apply a contrast
application of the theory but with some theory but with severe theory that is in fact the theory.
contrasting theory and limitations and inaccuracies. limitations and many author’s own theoretical
compare both theories with inaccuracies. perspective.
examples from the text.
You show a good You apply the theory chosen You are trying to apply the You are not applying a You are not applying a theo
application of the theory but with some limitations theory chosen but theory but are using trying to identify a theory in
chosen, contrasting and/or and inaccuracies. misunderstand it and are theoretical analysis in a author’s arguments and me
engaging with the author’s applying it incorrectly. confused way. You are
message and arguments. You are confusing applying identifying a theoretical
and identifying. Identifying You are confusing applying perspective instead of
You also do a good job at the author's perspective and identifying. Identifying applying one. Identifying
comparing both theories may be useful to your the author's perspective the author's perspective
against each other. analysis, but you should be may be useful to your may be useful to your
clarifying that you are doing analysis, but you should be analysis, but you should be
this. clarifying that you are doing clarifying that you are doing
this. this.

You are applying a theory in You are applying a theory

a relevant manner but it is but it is not one of the 4 IR
not one of the 4 IR theories theories discussed in the
discussed in the module. module and is not relevant
to the commentary text.
If Option 2 Text Idem idem idem idem idem idem
B, second theory
applied
appropriately
(albeit in a
much shorter
and limited

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way)
Presentation
(see marking
criteria: if Blue
Card, don’t
mark this)
Referencing: All references are correct in Most references are correct Most references are correct Most references are References are all incorrect References are all incorrect
(no need to text and in the bibliography in text and in the in text and/or in the incorrect in text and/or in in text and/or in the and/or in the bibliography.
reference and there are at least 3-4 bibliography and there are bibliography but there is the bibliography. bibliography. OR
commentary references used 3-4 references used only 1 reference used other OR OR There are no references use
text in-text but than the commentary text. There are no references There are no references than the commentary text.
should be in OR used other than the used other than the OR
bibliography Many references are used commentary text. commentary text. There are references in text
and need at but they are mostly bibliography.
least 3-4 incorrect. There is no reference to the
references in commentary text in the
total) OR: References are mostly bibliography. You were
correct in the text, but asked in the instructions to
mostly incorrect in the reference the commentary
bibliography. text, make sure to fully read
and apply the assignment’s
OR: References are mostly instructions.
incorrect in the text, but
mostly correct in the
bibliography.

You do not make it clear

when you are quoting the
authors of the text
themselves.

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